#3451. Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency

October 2026publication date
Proposal available till 25-05-2025
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Journal’s subject area:
Education;
Arts and Humanities (miscellaneous);
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Abstract:
During the education emergency, teachers’ leadership was indicative of their capacity to stay resilient and innovative in a changed educational environment. The research analyses their capacity to act as leaders and to promote equity in relation to the specific aspects of the school systems. Teacher leadership encountered very similar limitations. The education emergency per se represented an opportunity for some teachers to explore innovative equitable approaches, different from their actual practices and pedagogical cultures, as well as more professional dialogue. In systems with weak senior leadership and flat organisational structures, the margins for empowerment are at the classroom level. Informal leadership is most often facilitated by certain conditions in terms of resources, school leadership and professional cultures.
Keywords:
education emergency; equity; student-centred approaches; teacher autonomy; Teacher leadership

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